scholarly journals PENILAIAN SIKAP SISWA DALAM PEMBELAJARAN KIMIA MELALUI TEKNIK SELF ASSESSMENT DAN PEER ASSESSMENT

2018 ◽  
Vol 9 (2) ◽  
pp. 37
Author(s):  
Hairida Hairida
Keyword(s):  
Peer Assessment ◽  
Student Response ◽  
Average Score ◽  
Attitude Assessment ◽  
Self Assessment ◽  
Assessment Technique ◽  
Chemistry Learning ◽  
Teachers And Students ◽  
Assessment Sheet ◽  
Students Attitudes

Keikutsertaan siswa dalam penilaian sangat penting agar siswa memahami apa yang harus dilakukannya dalam belajar. Tujuan penelitian adalah untuk mengetahui  penggunaan teknik self dan peer assessment dalam penilaian sikap pada pembelajaran kimia adalah efektif, dan respon guru serta siswa terhadap penggunaan self assessment dan peer assessment dalam pembelajaran kimia. Metode penelitian yang digunakan adalah metode eksperimen dengan alat pengumpul data berupa lembar self assessment dan peer assessment dalam bentuk kuesioner, serta wawancara. Hasil dari penelitian disimpulkan bahwa teknik self dan peer assessment efektif digunakan untuk menilai sikap siswa  kelas X SMAN di Pontianak dalam mata pelajaran kimia.   Respon guru serta siswa terhadap self assessment dan peer assessment menunjukkan kriteria baik,  dengan perolehan skor rata-rata masing-masing  sebesar 82,4 dan 80,5.Kata kunci: penilaian sikap,  self assessment,  peer assessment Student participation in assessment is essential so that students could understand what to do in learning. The purpose of this research is to find out the use of self assesment and peer assessment technique in attitude assessment on chemistry learning is effective, and teachers' and students' response to self assessment and peer assessment in chemistry learning. The research method used in this research is experimental with self assessment sheet and peer assessment sheet in the form of questionnaire and interview as the tool for collecting data. The result concluded that self assessment and peer assessment technique is effective to evaluate 10th grader students' attitudes of  SMAN in Pontianak in chemistry subject. Teacher and student response to self assessment and peer assessment shows good criterion, with average score 82.4 and 80.5.Keywords: attitude assessment, self assessment, peer asessment

scholarly journals PENGEMBANGAN PERANGKAT PENILAIAN AUTENTIK MATA PELAJARAN PRAKARYA DAN KEWIRAUSAHAAN DI SMK

2016 ◽  
Vol 6 (2) ◽  
pp. 184
Author(s):  
Kustitik Kustitik ◽  
Samsul Hadi
Keyword(s):  
High School ◽  
Peer Assessment ◽  
Authentic Assessment ◽  
Field Testing ◽  
Vocational High School ◽  
Attitude Assessment ◽  
Self Assessment ◽  
Project Assessment ◽  
Assessment Sheet ◽  
Spiritual Attitude

Penelitian ini bertujuan untuk: (1) menghasilkan perangkat penilaian autentik mata pelajaran prakarya dan kewirausahaan di SMK, dan (2) mengetahui karakteristik perangkat penilaian autentik mata pelajaran prakarya dan kewirausahaan dari segi validitas, reliabilitas, dan kepraktisan perangkat penilaian yang dihasilkan. Penelitian pengembangan ini mengacu langkah yang dikembangkan oleh Borg & Gall yang dimodifikasi menjadi delapan langkah pengembangan. Langkah pengembangan tersebut yaitu studi pendahuluan, perencanaan produk, pengembangan produk, uji coba terbatas, revisi, uji coba lapangan, revisi akhir, dan diseminasi produk. Hasil penelitian menunjukan bahwa (1) perangkat penilaian autentik terdiri dari perangkat penilaian kompetensi sikap berupa lembar penilaian observasi sikap spiritual, lembar penilaian observasi sikap sosial, lembar penilaian diri, dan lembar penilaian teman sebaya, perangkat penilaian kompetensi pengetahuan berupa lembar penilaian tes tertulis dan lembar penilaian penugasan, dan perangkat penilaian kompetensi keterampilan berupa lembar penilaian unjuk kerja; (2) perangkat penilaian autentik yang dikembangkan dinyatakan memenuhi kriteria valid, reliabel, dan praktis. Kata kunci: penilaian autentik, prakarya dan kewirausahaan, SMK DEVELOPING AUTHENTIC ASSESSMENT KIT FOR HANDICRAFT AND ENTREPRENEURSHIP SUBJECTS AT VOCATIONAL HIGH SCHOOL Abstract This study aimed to: (1) produce an authentic assessment kit for Handicraft and Entrepreneurship subjects at vocational high school and (2) investigate the characteristics of the authentic assessment kit developed for Handicratf and Entrepreneurship subjects from the points of vie of its validity, reliability, and practicality. This research and development adapted the model by Borg and Gall which modified the procedures into eight development stages. The stages were exploration, product planning, product development, preliminary testing, revisions, field testing, final revision, and dissemination. The results were: (1) the authentic assessment kit consisted of the attitude assessment set in the form of observation sheets, self-assessment and peer assessment for attitude competence assessment in the form of spiritual attitude observation sheet, social attitude observation sheet, self-assessment sheet, peer assessment sheet, knowledge assessment kit in the form of written tests and project assessment sheets, and skils assessment kit in the form of performance assessment sheet; and (2) the authentic assessment kit developed was considered fulfilling the criteria of validity, reliability, and practicality. Keywords: authentic assessment, handicraft and entrepreneurship, vocational high school

scholarly journals KENDALA GURU DALAM PENYELENGGARAAN PENILAIAN SIKAP

2018 ◽  
Vol 2 (2) ◽  
pp. 69
Author(s):  
I. K. Sudiana ◽  
I. D. K. Sastrawidana ◽  
N. P. S. Antari
Keyword(s):  
Peer Assessment ◽  
Phenomenological Approach ◽  
Attitude Assessment ◽  
Self Assessment ◽  
Chemistry Teachers ◽  
Implementation Evaluation ◽  
Monitoring Process ◽  
Chemistry Learning ◽  
Self Assessments ◽  
Data Validity

AbstrakPenelitian ini bertujuan untuk mengetahui penilaian sikap sebagai dampak pengiring pembelajaran kimia. Penelitian ini menggunakan jenis penelitian kualitatif dengan pendekatan fenomenologi. Subjek dalam penelitian ini adalah guru kimia. Aktivitas dalam penelitian ini yaitu penilaian sikap yang dilaksanakan oleh guru meliputi aspek perencanaan, pelaksanaan, penilaian, dan pengawasan. Metode pengumpulan data yang digunakan dalam penelitian ini adalah observasi, wawancara, dan studi dokumen. Data penelitian ini dianalisis menggunakan teknik kualitatif deskriptif. Teknik pemeriksaan keabsahan data dalam penelitian ini adalah menggunakan dua teknik triangulasi yaitu triangulasi sumber dan metode. Hasil penelitian ini menunjukkan bahwa, (1) guru kimia menyusun perencanaan penilaian sikap dengan mencantumkan semua sikap spiritual dan sikap sosial, serta merencanakan penilaian observasi, penilaian diri, dan penilaian antarteman. Namun mengalami hambatan dalam pelaksanaan sehingga tidak semua perencanaan penilaian sikap dapat dilakukan, (2) pada pelaksanaan guru melaksanakan pembelajaran tidak langsung yang berdampak pada pembentukan karakter siswa yang dilakukan dengan keteladanan, nilai karakter yang dimunculkan yaitu religius, toleran, disiplin, jujur, kerjasama, tanggung jawab, percaya diri, dan santun sedangkan guru menilai sikap hanya empat aspek nilai karakter yaitu tanggung jawab, rasa ingin tahu, disiplin, dan jujur, (3) penilaian sikap yang dilaksanakan oleh guru hanya menggunakan penilaian observasi dengan jurnal sedangkan penilaian antarteman dan penilaian diri tidak dilakukan karena hasil penilaian antarteman dan penilaian diri tidak sesuai dengan penilaian observasi yang dilaksanakan oleh guru saat pembelajaran, (4) proses pengawasan yang dilakukan didapatkan bahwa guru kimia mengalami kesulitan melakukan penilaian sikap karena instrumen yang berubah- ubah, jumlah siswa yang banyak, dan karakter siswa yang berbeda-beda.Kata kunci: penilaian sikap, dampak pengiring, karakterAbstractThis study aims to determine the assessment of attitude as an impact of chemistry learning accompaniment. This research uses qualitative research with a phenomenological approach. The subjects in this study were chemistry teachers. Activities in this research are attitude assessment carried out by teachers including aspects of planning, implementation, evaluation, and supervision. Data collection methods used in this study were observation, interviews, and document studies. The data of this study were analyzed using descriptive qualitative techniques. The data validity checking technique in this research is to use two triangulation techniques, namely source and method triangulation. The results of this study indicate that, (1) the chemistry teacher prepares an attitude assessment plan by listing all spiritual attitudes and social attitudes, as well as planning observations, self-assessments, and interpersonal assessments. But experience obstacles in implementation so that not all attitude assessment planning can be done, (2) the implementation of the teacher implements indirect learning that impacts on the formation of student character which is done by example, the character values that appear are religious, tolerant, disciplined, honest, cooperation, responsibility, confidence, and courtesy while the teacher assesses the attitude of only four aspects of character values, namely responsibility, curiosity, discipline, and honesty, (3) the attitude assessment carried out by the teacher only uses observation observation with journals while interpersonal assessment and assessment self is not done because the results of peer assessment and self-assessment are not in accordance with the assessment of observations carried out by the teacher during learning, (4) the monitoring process carried out found that chemistry teachers had difficulty doing attitudes because of changing instruments, the large number of students, and character s different iswa.Keywords: attitude assessment, accompaniment impact, character

scholarly journals An analysis of assessment models employed by the Indonesian elementary school teachers

2017 ◽  
Vol 1 (1) ◽  
pp. 39-45 ◽  
Author(s):  
Wayan Maba ◽  
Ida Bagus Nyoman Mantra
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Peer Assessment ◽  
School Teachers ◽  
Self Assessment ◽  
Primary School Teachers ◽  
Knowledge And Skills ◽  
Qualitative Research Design ◽  
Students Attitudes ◽  
Written Test

The present study was conducted to analyze the assessment models employed by Indonesian elementary school teachers in the context of assessment models as suggested by the curriculum in 2013. The analysis includes the selected assessment models and their implementation in real classroom settings to assess the students’ attitudes, knowledge, and skills. This study made use of a qualitative research design in which the data were analyzed by means of deep argumentation and presented descriptively. Data were collected through direct observation and in-depth interviews with the selected elementary school teachers. The collected data were analyzed in an analytical manner to obtain the findings.   The findings of the present study indicated that primary school teachers employed various models of assessment based on the aspects of attitudes, knowledge, and skills. Assessment of the students’ attitude includes observation, self-assessment, peer assessment, and teachers’ records. Assessment of the students’ knowledge includes a written test, an oral test, and assignment.  Assessment of the students’ skill includes performance, portfolio, and project. Meanwhile,  the scores of the students’ achievement were analyzed based on the scores of the students’ attitude obtained by using the instruments, such as observation blank sheet, Self-assessment, peer assessment, and teacher’ records. Self-assessment and peer assessment were also used as a confirmation of the scores for the report card and the teachers’ records were mainly used to provide the suggestions for the students’ improvement.

scholarly journals Pengembangan Media Magic Geometry pada Materi Bangun Ruang Kelas IV Sekolah Dasar

2020 ◽  
Vol 3 (1) ◽  
pp. 77-88
Author(s):  
Mukti Sintawati ◽  
Mifta Rudiyanta ◽  
Muhammad Nuryanto
Keyword(s):  
Elementary School ◽  
Mathematics Learning ◽  
Field Testing ◽  
Student Response ◽  
Average Score ◽  
School Students ◽  
Mathematical Concepts ◽  
Learning Mathematics ◽  
Assessment Sheet ◽  
The Media

Learning mathematics in elementary school is expected to adjust to the cognitive development of students. Abstract mathematical concepts make students need help to understand them. This study aims to develop mathematics learning media geometry for 4th grade elementary school students. This development research uses the Borg & Gall research model which was carried out to the seventh stage, namely research and information collecting, planning, developing preliminary form a product, preliminary field testing, main product revision, main field testing, and operational product revision. Product trials were conducted at Ngablak Public Elementary School. Data collection instruments were using a questionnaire. The questionnaire used to assess the appropriateness of the media was an expert validation assessment sheet, while the teachers’ assessment sheet and students’ response questionnaire were used to determine the practicality of the product. The validation results from the experts obtained that the Magic Geometry media was declared very appropriate to be used in learning mathematics with an average score of 4.45. The results of the teacher practicality assessment were stated to be very practical with a score of 4.9 and the student’s response questionnaire received an average score of 4.2 with a practical category. The results of the student response questionnaire also showed that Magic Geometry made learning becomes more interesting and materials easier to understand.

scholarly journals Penerapan peer dan self assessment sebagai tolok ukur penilaian kinerja siswa pada materi sistem koordinasi kelas XI SMA

2020 ◽  
Vol 3 (2) ◽  
pp. 63-68
Author(s):  
Melyastuti Wulandari ◽  
Siti Sriyati ◽  
Widi Purwianingsih
Keyword(s):  
High School ◽  
High School Students ◽  
Performance Assessment ◽  
Peer Assessment ◽  
Teacher Assessment ◽  
Senior High School ◽  
Student Response ◽  
Regulation System ◽  
School Students ◽  
Self Assessment

The implementation of peer and self assessment has become one of the alternative in doing the product of performance assessment. The research aims to describe student’s ability using peer dan self assessment as standard performance assessment on regulation system in senior high school students. Hopefully, the peer assessment can refer to the peer and self assessment. The research applied descriptive method which involved 25 student of the XI grade senior high school. The research instruments were research were the implementation research form, online form and rubric peer assessment, online self-assessment and student response questionnaire and teacher assessment. Peer assessment was implemented by students in groups and compared to teacher’s assessment. The result showed that the implementation of peer and self assessment was great. The student’s ability in doing peer and self assessment was great too, which means that peer and self assessment can be a standard of performance assessment. The comparation of the students’ assessment and teacher assessment show the similarity with percentage 84%. The type of feedback that many students gave was C1 type (Direction correction). Student respons of implementation peer and self assessment was great and they felt helpful by implementation of peer and self assessment.

scholarly journals Peer Assessment in EFL Writing Classes: Investigating Kurdish Students’ Attitudes

Twejer ◽  
2021 ◽  
Vol 4 (1) ◽  
pp. 1255-1287
Author(s):  
Qismat M. Zahawi ◽  
Keyword(s):  
Academic Writing ◽  
Basic Education ◽  
Peer Assessment ◽  
Writing Classes ◽  
Assessment Technique ◽  
College Of Basic Education ◽  
Content Organization ◽  
Positive Attitudes ◽  
Students Attitudes ◽  
Grading Model

Peer assessment refers to students assessing their peers' work and providing grades and/or feedback. This study investigates Kurdish EFL students' attitudes toward peer assessment. To this end, the peer assessment technique will be utilised in teaching academic writing to second-year students in the English Department, College of Basic Education. Participants will be trained on how to assess their peers' writing by using Jacobs et al 's (1981) writing scale as a descriptor grading model. This scale provides five subscales for evaluating a written paragraph, namely: content, organization, vocabulary, language use, and mechanics. After implementing this model for 16 weeks, the students have shown positive attitudes toward implementing peer assessment in their writing classes as a practical assessment technique.

scholarly journals An Analysis of Assessment Models Employed by The Indonesian Elementary School Teachers

2017 ◽  
Vol 1 (1) ◽  
pp. 39
Author(s):  
Wayan Maba ◽  
Ida Bagus Nyoman Mantra
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Peer Assessment ◽  
School Teachers ◽  
Self Assessment ◽  
Primary School Teachers ◽  
Knowledge And Skills ◽  
Qualitative Research Design ◽  
Students Attitudes ◽  
Written Test

The present study was conducted to analyze the assessment models employed by Indonesian elementary school teachers in the context of assessment models as suggested by the curriculum in 2013. The analysis includes the selected assessment models and their implementation in real classroom settings to assess the students’ attitudes, knowledge, and skills. This study made use of a qualitative research design in which the data were analyzed by means of deep argumentation and presented descriptively. Data were collected through direct observation and in-depth interviews to the selected elementary school teachers. The collected data were analyzed in an analytical manner to obtain the findings.   The findings of the present study indicated that primary school teachers employed various models of assessment based on the aspects of attitudes, knowledge, and skills. Assessment of the students’ attitude includes observation, self-assessment, peer assessment, and teachers’ records. Assessment of the students’ knowledge includes a written test, an oral test, and assignment.  Assessment of the students’ skill includes performance, portfolio and project. Meanwhile,  the scores of the students’ achievement were analyzed based on the scores of  the students’ attitude   obtained by using the instruments, such as observation blank sheet, Self-assessment, peer assessment, and teacher’ records. Self-assessment and peer assessment were also used as a confirmation of the scores for the report card and the teachers’ records were mainly used to provide the suggestions for the students’ improvement.

The Challenge of Grading in Self and Peer-Assessment (Undergraduate Students’ and University Teachers’ Perspectives)

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Elmir GURBANOV
Keyword(s):  
Undergraduate Students ◽  
Peer Assessment ◽  
Educational Background ◽  
Educational Process ◽  
Self Assessment ◽  
Cognitive Approach ◽  
Teachers And Students ◽  
To Come ◽  
Improved Learning ◽  
Teachers Perspectives

The goal of the article is to find out the challenges of grading in student self and peer-assessment from teachers’ and students’ perspectives and to suggest ways to cope with them. Peer and self-assessment have accumulated a great significance in the last few decades related to vast application of the cognitive approach and the attempts of making students active agents of educational process rather than passive recipients of information. The overwhelming majority of modern educators believe that these concepts are the cornerstones of modern pedagogy and contributes to the promotion of learner autonomy to a great extent. Therefore, they lead to an improved learning environment and better learning outcomes. However, the concepts have some challenges when it comes to the final stage - grading. Depending on the social, cultural, and educational background, grading of the peer and self-assessment may be accompanied by hesitation and uncertainty as well as subjectivity and lack of reliability. In this work, the issue was investigated from two perspectives, teacher and student, to find out how the stakeholders perceive the problem and what can be done to cope with challenge of grading in self and peer-assessment. The research uses a questionnaire consisting of 20 questions with participation of 31 teachers and 100 students at Qafqaz University, Baku, Azerbaijan, to come to the conclusion about the issue addressing the challenge. The work is believed to be useful for educators to apply self and peer-assessment effectively, and also it can be a useful source for further research in the field.

scholarly journals The Rise and Fall of Curriculum 2013: Insights on the Attitude Assessment from Practicing Teachers

2018 ◽  
Vol 42 ◽  
pp. 00010
Author(s):  
Yuliana Natsir ◽  
Yunisrina Qismullah Yusuf ◽  
Ulva Fiolina Nasution
Keyword(s):  
Learning Outcomes ◽  
Peer Assessment ◽  
National Curriculum ◽  
Authentic Assessment ◽  
Assessment System ◽  
Attitude Assessment ◽  
Practicing Teachers ◽  
School Based ◽  
School Day ◽  
Students Attitudes

The change of Indonesia’s national curriculum from School-Based Curriculum 2006 (hereafter SBC 2006) to Curriculum 2013 (hereafter CR 2013) has caused modifications in the assessment system which requires teachers to use authentic assessment. Many teachers are facing setbacks in the implementation of this assessment, particularly in the attitude aspect. This qualitative research mainly focused on investigating the problems in conducting the attitude assessment faced by teachers in CR 2013. Three English teachers from three junior high schools in Banda Aceh were selected and interviewed with questions adapted from Handayani (2014) and Eliza (2015). The document analysis of attitude assessment was also done to see the reports of students’ attitudes. The findings showed that the teachers knew the importance of authentic assessment as a necessity for assessing students’ learning outcomes in CR 2013, but they admitted that it was complicated since many categories need to be assessed in detail. They find it impossible to assess all of the students in every school day. When parents do not want to cooperate if their children are in need of attention from both parents and teachers, it is also an obstacle for the teachers to do the assessments. Furthermore, the teachers deemed that self- and peer-assessment were ineffective and the paper further discusses why it is so.

scholarly journals Pengembangan LKPD Berbasis Model ARCS Pada Pokok Bahasan Kesetimbangan Ion dan pH Larutan Penyangga

2021 ◽  
Vol 3 (1) ◽  
pp. 14
Author(s):  
Sasya Hanifha ◽  
Susilawati ◽  
Jimmi Copriady
Keyword(s):  
Student Response ◽  
Average Score ◽  
Buffer Solution ◽  
Ionic Equilibrium ◽  
Ion Balance ◽  
Chemistry Teachers ◽  
Arcs Model ◽  
Teachers And Students ◽  
Ph Buffer Solution ◽  
Ph Buffer

This study aims to develop student worksheets based on the ARCS model on ionic equilibrium and pH of the buffer solution subject, determining the validity of student worksheets of the aspects of content, ARCS characteristics, language, presentation, graphics and find out user responses through student worksheets based on ARCS models on ionic equilibrium and pH buffer solution subject. This research is a Research and Development (R&D) with a 4-D development model. The object of this research is student worksheets based on the ARCS model. The data collection instruments were in the form of validation sheets given to three validators and user questionnaires given to teachers and students. After two revisions, the validity results obtained in the aspects of content, ARCS characteristics, language, presentation and graphics, respectively, namely 93.75%, 93.75%, 98.33%, 97.92% and 98%.  the average score was 96.33% that comes to  valid criteria. student worksheets which was valid by the validator tested one by one on 3 students who had studied the ion balance and pH of the buffer solution. Furthermore, asking for response to 3 chemistry teachers and 20 students resulted the teacher’s response and resultied  a student response 91.07% and 79.73% that comes to very good criteria. Based on the results of the data analysis, it concluded that student worksheets based on the ARCS model was valid and can be used during high school chemistry lessons on the ion balance and pH of buffer solution subject.

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